Page 159 - THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages

D. WRITING OVERALL EXPECTATIONS
By the end of this course, students will:
D1. Purpose, Audience, and Form: write texts in the target language for different purposes and audiences, using a variety of forms and knowledge of language structures and conventions of the written language appropriate for this course;
D2. The Writing Process: use the stages of the writing process – including pre-writing, producing drafts, revising, editing, and publishing – to develop and organize content, clarify ideas and expression, correct errors, and present their written work in the target language effectively;
D3. Intercultural Understanding: in their written work in the target language, demonstrate an awareness of aspects of culture in diverse communities where the target language is spoken and other communities around the world, and of the appropriate use of sociolinguistic conventions in the target language in a variety of situations.
SPECIFIC EXPECTATIONS
D1. Purpose, Audience, and Form
By the end of this course, students will:
D1.1 Identifying Purpose and Audience: determine, with support from the teacher, their purpose for writing and the audience for texts in the target language they plan to create (e.g., to use the cover of a class magazine to draw atten- tion to a contemporary issue or trend; to advertise special offers with a flyer; to inform their peers in a blog entry about an interesting activity, person, or place; to request information about a social event from a friend by e-mail; to compose a survey to find out about the environmental practices of peers at home; to script a newscast for classmates about community events)
Teacher prompts: “What questions can help you identify the topic, purpose, and audience for your writing?” “How will your choice of target audience affect the content of your flyer?” “What words and phrases could you incorporate into your survey to appeal to your peers?”
D1.2 Writing in a Variety of Forms: write a variety of level-appropriate texts in the target language, applying their knowledge of some structural and stylistic elements of each form (e.g., directions to a specific location; a résumé tailored for a part-time job; a paragraph comparing academic and professional dress codes; a captioned photo essay about a trip; a public service announce- ment promoting healthy eating; a critique of a
sports or arts event; an announcement for the school website or parents’ council about a school environmental initiative; a fundraising plan to defray the cost of a trip)
Teacher prompts: “How might your choice of photographs illustrate the highlights of your trip? How can you make your captions complement the photographs?” “How does repeating key words in a public service announcement help the reader understand its intention?” “What descriptive words and phrases would effectively highlight the positive and negative aspects of the event presented in your critique?”
D1.3 Applying Language Knowledge: use language structures and conventions appropriate for this course (see the Language Knowledge chart for international languages in Appendix B) to communicate their intended meaning in written work in the target language
D2. The Writing Process
By the end of this course, students will:
D2.1 Generating, Developing, and Organizing Content: generate, develop, and organize ideas for writing in the target language, using some pre-writing strategies and resources, during modelled, shared, guided, and independent writing activities (e.g., engage in free writing to generate ideas for a poem, rap, or song; create a
WRITING
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International Languages
LBACO – LDYCO